Transcript Technology - Aaron Hall

Audiologic
(Re)Habilitation
Curricula &
Programs
Melissa Hall, AuD
Audiologic Rehabilitation for
Children and Educational
Audiology
SPA 6581 – Spring 2015
Lecture Date: 02/17/2015
Current Issues in Deaf
Education
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Accountability and
Oversight
Communication &
Communication Access
Low Expectations &S
Inadequate Instruction
Lack of EvidencedBased Practices
Students with Hearing
Loss Who Do Not Have
Individualized Education
Programs
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Recruitment &S
Retention
Parent Involvement
Early Hearing
Detection &
SIntervention and Early
Childhood Education
Technology
Funding and Resources
Deaf vs. Hard of
Hearing
Best Practices
in Educating children who are deaf and hard of
hearing
Best Practices
 Program
Standards
 Program Review
 Evidenced-Based
Practices
 Consensus-Based
Practices
 Educational
Assessment
 Progress Monitoring
 Expanded Core
Curricula
 Observation
Checklists
Program Standards
 Standards
that are promoted should
contain evidence of benefit and research
that justify their practice.
 It
should be determined which standards
are most critical to improving student and
family outcomes.
Program Review
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Periodic review of programs and services
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Necessary to identify gaps and to monitor
implementation of new components of the
program
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Provides an opportunity to educate others
regarding basic program parameters and the
need for refinement or more significant
changes
Colorado Quality Standards for
Programs and Services for Students
Who Are Deaf and Hard of Hearing
Sections 1 through 5
Section 1 – Identification and
Referral
Identification and Referral
Collaboration
Hearing Screening
Audiological Referral
Vision Screening
Section 2 – Assessment of Unique
Needs
Persons Conducting the Assessment
Domains to be Assessed
Test Administration
Specialized Services, Materials and Equipment
Assessment Team
Placement Considerations
Section 3 – Support for Instruction
and Learning
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Statement of Purpose
Policy on Language
and Communication
State Oversight
Regional/Cooperative
Programs
Continuum of Options
Students with Multiple
Disabilities
Program Administrator
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Staff Qualifications
Other Qualified
Personnel
Workload
Management
Staff Development
Training for General
Education Personnel
Facilities
Program
Accountability
Self-Assessment
Section 4 – Learning and
Instruction
Cohesive Team
Focus on Communication
Focus on Authentic Peer Interactions
District Core Curriculum and Standards
Supplemental Specialized Curricula
Transitions
Purpose of Assessment
Section 5 – Parent, Family, and
Community Involvement
Parent Training and Support
Parent Leadership and Participation in
Program Development
Deaf/Hard-of-Hearing Adults & Community
Involvement
Evidenced-Based
Practices
Refers to an approach in which current, high-quality
research evidence is integrated with practitioner
expertise and client preferences and values into the
process of making clinical decisions.
In making clinical practice evidencebased, audiologists and speechlanguage pathologists need to…
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recognize the needs, abilities, values, preferences, and
interests of individuals and families to whom they provide
clinical services, and integrate those factors along with best
current research evidence and their clinical expertise in
making clinical decisions;
acquire and maintain the knowledge and skills that are
necessary to provide high quality professional services,
including knowledge and skills related to evidence-based
practice;
evaluate prevention, screening, and diagnostic
procedures, protocols, and measures to identify maximally
informative and cost-effective diagnostic and screening
tools, using recognized appraisal criteria described in the
evidence-based practice literature;
In making clinical practice evidencebased, audiologists and speechlanguage pathologists need to…
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evaluate the efficacy, effectiveness, and efficiency
of clinical protocols for prevention, treatment, and
enhancement using criteria recognized in the
evidence-based practice literature;
evaluate the quality of evidence appearing in any
source or format, including journal articles, textbooks,
continuing education offerings, newsletters,
advertising, and Web-based products, prior to
incorporating such evidence into clinical decision
making; and
monitor and incorporate new and high quality
research evidence having implications for clinical
practice.
Consensus-Based Practices
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Given the lack of evidenced-based practices, many
teachers and clinicians focus on consensus-based
practices
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Ones that we agree are good practices to
implement with DHH students even though we lack
sufficient scientific evidence to support their use
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Potential difficulties with consensus-based practices?
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Funding
Outcomes
Prognosis
Others?
Educational Assessment
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Reasons for Assessment
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Identify student needs
Plan instruction
Evaluate student
progress
Evaluate instructional
programs
Document student’s
achievement
Evaluate professionals
Evaluate schools and
school districts
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Categorization of
Assessment
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Purpose
Diagnostic for
special education
eligibility and
program planning
Curriculum-based for
progress monitoring
Method of
Assessment
Progress Monitoring
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Process of collecting ongoing data to monitor skills that are
important for students to be successful in school
Data are then used to adjust instruction to increase performance
Performance benchmarks
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Measures may occur:
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Need to be conducted frequently to monitor progress in core
academic subjects
Weekly
Biweekly
Monthly
As needed
Curriculum-based measurements (CBMs)
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A method teachers use to find out how students are progressing in
basic academic areas such as math, reading, writing, and spelling.
Expanded Core Curricula
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These topics expand on the required school
curricula to address specific instruction in
areas that are unique to deafness and
hearing loss
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Challenge 1
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Adding these curricular areas
Challenge 2
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Who will teach them
Where will the instruction be fit into the school
day
Expanded Core Curricula
For Students Who Are Deaf and Hard of Hearing
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Communication and
Language Development
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Effective communication &
language development
cannot occur without the
support & involvement of
the family.
Audiology
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All children have the right
to an effective & efficient
communication system as a
precursor to language
development
Family Education
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Students are
empowered when
they understand their
hearing loss.
Technology
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Technology improves
quality of life,
provides access, and
is vital for emergency
information.
Expanded Core Curricula
For Students Who Are Deaf and
Hard of Hearing
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Transition
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DHH students and their
families need
specialized information
about life skills,
vocational
rehabilitation, social
security, and laws.
Social Interaction Skills
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Incidental learning
through audition is
hindered when there is a
hearing loss, whether it is
mild or profound.
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Deaf Studies
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Students may benefit from
studying the history,
language, and contributions
of the Deaf community.
Advocacy
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Students and their families
need knowledge in areas
such as requesting
reasonable and appropriate
communication access,
requesting interpreters,
advocating for legal rights,
accessing services after high
school, ADA, Section 504, and
IDEA
Teaching Spoken Language
Normal, everyday interactions
Incidental
Interacting
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Adults are teaching
children every time
they interact with
them, whether or not
they are aware of it
“Worm on the
sidewalk” example
Embellished
Interacting
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Expand upon the
incidental interaction
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Think of this as…
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Incidental seizing-of-theteachable-moment is
embellished interacting,
or embellished teaching
by the adult.
Incidental Teaching
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Child is 2 ½ years old with hearing loss
Parent and child take a walk.
They come upon a live worm on the sidewalk.
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The child points and says, “Look! Worm!”
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Child continues to look at the worm
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The parents bends down and replies, “Yes – I see it. Look! The worm is
wiggling!”
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Parent is teaching child:
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What child says is meaningful and of communicative value to the parent
That people respond to each other in conversations
The response is generally related to the semantic content of the previous
speaker’s utterance
Teaching present progressive form (be + verbing)
Auditory event – parent is within 18 inches of the child’s hearing aids, child is
looking at the worm not the parent’s face
Embellished Teaching
Part 1 - Incidental
The child points and says, “Look! Worm!”
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Child continues to look at the worm
The parent bends down and replies, “Yes – I see it. Look! The worm is
wiggling!”
Part 2 - Embellished
 Parent - “Wiggle, wiggle, wiggle. The worm is still wiggling!” (Pause for child to
respond)
 Parent – “Oh look! There’s another worm that’s wiggling.” (Pause while the
child finds another worm)
 Parent – “Oh – you found another one! Is that worm wiggling?” (Pause.)
 Parent – “Yes, it is! Oh, that’s funny. Can you wiggle like a worm?” (And so
on)
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In the parent’s mind…
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Wiggle has become a vocabulary goal
Parent is providing varied, repetitive exposure to that goal and attempting to
elicit it
Learning Contexts & Teaching Approaches
Incidental
Learning
Embellished
Informal
Teaching
Semi-Formal
Teaching
Formal Teaching
Happens in
normal,
everyday events
and interactions
Seize the
moment
Adult directed,
pre-planned
activities
Adult directed
Should occur at
home and
school
Use of strategies
to embellish the
normal situation
Developmentally
appropriate
Deliberate,
direct,
methodical
Should occur at
home and
school
Specific goals
and objectives
Specific goals
and objectives
Use of strategies
Use of strategies
Typically done at
school
Happens in
traditional
educational
setting
Delayed &
remedial learners
School age
remedial learners
All learner types
All learner types
Types of Learners
Developmental
Delayed
Remedial
English Language
Skills
Within 1 year of
typically
developing peers
1-2 yrs behind
peers
Greater than 2
yrs behind
peers,
scattered
language skills
Learning/Teaching
Context
Informal Learning
Primarily semiformal, also
need informal
Formal
learning, with
generalized to
informal
Educational
Placement
Fully
mainstreamed by
preschool/kinderg
arten
Mainstreaming
by
kindergarten
may be a
challenge due
to language
gap
One hour/per
day/per year;
social
mainstreaming
Observation Checklists
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The Preschool/Kindergarten Placement Checklist
from the Placement and Readiness Checklist (PARC)
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Assists parents and early intervention providers in
conducting systematic observations of classrooms to
select the most appropriate placement for each child
Checklist functions to set up expectations
Student Checklists
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Should be used by the IEP team to identify a supportive
and accessible classroom
Also help to identify training needs that can be
addressed before placement
Effective Practices in Closing
Achievement Gaps (Schwartz,
2001)
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State and District Roles
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Early Childhood
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Identification and identification of every student’s potential
Maintenance of a safe and orderly school
School Organization
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Provision of high-quality preschool programs
Provision of family literacy programs
School Climate
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Development and implementation of accountability standards
Dissemination of existing research-based instructional programs
Dissemination of information about effective instructional strategies
Smaller classes in earlier grades
Equitable grouping of students
Teaching and Learning
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Provision of increased instructional time in reading, mathematics, and other
basic skills
Provision of supplemental individualized education supports
Provision of learning resources
Intervention Issues
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The most effective ingredients of intervention for
young children who have hearing loss include:
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Beginning intervention when the child is very
young
Following a normal developmental sequence
Having parents be the primary teachers of their
children
Educational Programs
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Differ on several important dimensions
Intervention: 4 Basic Premises
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1st Premise
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Begin intervention with children who have hearing
loss when they are very young
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Research/evidence based
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2nd Premise
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Help the children learn to listen and talk
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Keep as much of the world open to them as possible
3rd Premise
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Sensitivity of the brain’s neural pathways
Verbal and academic deficits seen when intervention begins
later
Help the parent help the child learn spoken
language through listening
4th Premise
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Acquiring spoken language through listening, a child
with a hearing loss will generally follow a normal
developmental path
Differentiating Dimensions of
AR Programs
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Public and Private
Close inspection of the programs reveal that they vary on
several theoretical and methodological dimensions
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Distinctions:
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1) The nature and manner of parent involvement in the child’s
learning can be different in different programs.
2) Programs vary in the emphasis placed on normal everyday
interactive events as the context within which the child will learn
language, versus an emphasis on the child learning language
from participating in adult-directed teaching activities.
3) Programs and interventionists also vary in their use of sense
modalities in providing spoken language input, both in normal
everyday conversations and in more adult-directed activities.
Distinction 1 – Parent
Involvement
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# of sessions per week
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Whether or not parent is in the therapy room or observing from
outside
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Who is the person who interacts primarily with the child? Parent or
therapist?
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Location of the session
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Parent group meetings and activities outside of the sessions
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Nature and amount of information supplied to the parent about
how to help the child outside of the intervention sessions
Distinction 2 – Language
Learning Environments
 Programs
differ on the extent to which
they employ either model
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Developmental model
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Remedial model
Distinction 3 – Use of Sense
Modalities
 Three
likely avenues of sensory input for
spoken language
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Audition
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Visual
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Tactile
Curricula/Training
Programs
Program Selection
 Audition
– Audiologic Re(Habilitation)
 Literacy
 Look
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for a program in which:
Children can maximize their auditory potential
all day where they are expected to learn to
listen and speak
Spoken language is the primary language
The curriculum prepares children for
mainstreaming
Program Selection…
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Ensure the program offers:
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Individualized Family Service Plan (IFSP) for
children birth to 3 yrs or Individualized Education
Program (IEP) for children 3 yrs+
Quality and professional education of the staff,
including playtime supervisors, counselors, and
others
Curricula that prepare the child for transitions
A social and physical environment that supports
the child’s efforts to learn to listen and speak
Comprehensive audiological management
Requirements of AR Program
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Qualified Professionals from the AR Team
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Individual sessions
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Parents and clinician are partners
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Focus on listening/audition
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Case manager – clinician or audiologist
Requirements of AR Program
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Typical Habilitation
Session
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Session begins with a discussion about progress and any
problems encountered during the previous week
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Session continues according to the lesson plan
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Goals: audition, speech, language, communication, cognition
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Developed concurrently
Session ends with the therapist discussing strategies for
generalization and integrating the goals from the lesson
into everyday activities at home and in the community
Requirements of AR Program
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Classroom and
Therapy Rooms
Dedicated, quiet
and nonreverberating room
Child friendly
environment
Video camera
Storage for toys (out
of sight) *May not be
possible…
Teaching Resources
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Resources:
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Toys, games, puzzles, and books
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Lesson Plan:
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Basic concepts: quantity, shapes,
colors, time, size, weight,
temperature
Audition, speech, language,
cognition, and communication
goals
Parents need a notebook to
record activities and goals
Video the sessions
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Good evaluation tools to see
and measure progress
Requirements of AR Program
Goal Setting: LongTerm
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Age appropriate speech and
language
Effective auditory
comprehension
Intelligible speech
Communicative competence
Mainstream education
Graduate from an AR program
into a regular school when
they are age appropriate in
their speech, language, and
communication
Goal Setting: ShortTerm
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Follow developmental
sequence based on needs of
the individual child:
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Audition
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Use the 5 Levels of the Auditory
Learning Guide (ALG)
 Sound Awareness
 Phoneme Level
 Discourse Level
 Sentence Level
 Word Level
Speech, Language, Cognition,
and Communication goals
Requirements of AR Program
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Planning the Weekly Lesson
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Use developmental model to set your goals, and
remedial as appropriate
Based on goals in the 3-6 month plan
Complete record of activities
Will become the diagnostic raw material for when
the child’s progress will be reviewed
Include Ling 6-7 Sound Check
Learning to Listen Sounds
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Sounds that are associated with toys commonly used
by babies and very young children
Many of these sounds contain acoustic properties
that are significant in perception of speech
Lesson plan for: A.B. Date: January 9, 2010 CA: 9 yrs CI/HA: RE CI – 7 years; LE CI 4 months
Parent Report:
Ling six:
RIGHT: _____ a
LEFT: _____ a
Device Check:
____ HA(s) __X__ CI(s) _____ FM
Present:
_____ child _____ mother _____ father _____ other _____ notebook
GOAL
SA: Step 6 – elicit a response to the sounds of the
6 sound test (have mom do one ear and dad do the
other) Step 7 - To elicit a response* to the sounds
of the six sound test at various distances
PL: Start at Step 3: To imitate varying
suprasegmental qualities in phonemes. Check
intensity and pitch.; Step 4 – imitate vowel and
diphthong variety; Step 5 – imitate alternated
vowels and diphthongs; Step 6 – to imitate
consonants varying in manner (Planned through
step 10.)
DL: Step 2b – To answer common questions with
abundant contextual support, e.g., “What’s that?”;
Step 3 – To follow a story illustrated by a series of
3 or 4 sequenced pictures and then identify the
picture that corresponds to a segment of the story.
Planned through step 5.
SL: Step 2a To recall two critical elements in a
message; Step 2b – to complete known linguistic
messages from a closed set; Step 3 – to recall
three critical elements in a message
WL: Step 1a: To identify and imitate
approximations of “Learning to Listen” sounds
varying in suprasegmentals and vowel content, in
isolation, at the end, and then in the middle of a
sentence.
Target: airplane /a/, boat /p, p, p/, and cow /mu/
_____ u
_____ u
_____ m
_____ m
Audition
ACTIVITY/PROCEDURE
(Include sample target items)
Materials: print out of the Ling 6 sounds, if
Alyssa needs it to practice with at the
beginning
Procedure: Start with the right ear for
practice, then move to the left ear. Auditory
only
Materials: See attached sheet with targets
Procedure: Start with right ear first, do two
trials of each condition then move to the left
ear only. Have mom practice one on the right
first, then practice two on the left. Present
target through audition, practice correct
production three times
Materials: sequencing cards
_____ s _____ sh _____ i _____ nothing
_____ s _____ sh _____ i _____ nothing
STRATEGIES
(promote aud. learning)
· Acoustic highlighting
· Cognitive cue
HOME IDEAS
·
Ling 6 everyday! Both
ears individually
·
·
Acoustic highlighting
Cognitive cue
·
Use the targets provided,
and have parents make up
at least two new targets
for the level she ends up
on after today’s
appointment.
·
Acoustic highlighting
Procedure:
Materials: CEs from Michael’s
Procedure: see targets on separate sheet; Start
with right ear first, then move to the left ear
only. Have mom practice one on the right
first, then practice two on the left
Materials: Handout for parents
Procedure: Work on at home, not in therapy
Spontaneous language/ Notes for next time:
·
·
Have Mom come up with
ideas
·
·
·
·
Acoustic highlighting
Repetition
Wait time
·
·
·
·
Repetition
Wait Time
Acoustic highlighting
·
Work on at home
EVAL/NEXT
GOALS
GOAL
ACTIVITY/PROCEDURE
(Include samples target items)
Language: Syntax/order and articles (a, the, an)
Materials: Holiday materials from Michael’s
Vocabulary:
Procedure:
Model and have AB imitate each target 3
times. Blue object, red object…etc. over and
over…
Materials:
STRATEGIES
(To promote auditory
learning)
Modeling
Acoustic Highlighting
Cognitive cue
HOME IDEAS
Procedure:
Speech: FCD
Materials:
Procedure: Throughout session, esp with
speech babble.
Cognition:
·
·
Acoustic highlighting
Cognitive cue
Materials:
Procedure:
Other:
Spontaneous language/ Notes for next time:
AB 9 years, but delayed language
Language 3 to 4 CA: existence, non-existence, denial, possession, action, locative action, state, quantity, additive, causal, dative, specification, temporal
Language 4 to 5 CA: action, state, notice, temporal, causal, specification, epistemic, adversative, and communication.
EVAL/NEXT
GOALS
Lesson plan for: J. G.
Parent Report:
Date: 07/17/2009
Ling six:
RIGHT: _____ a
LEFT: _____ a
Device Check:
____ HA(s) _____ CI(s) _____ FM
Present:
SA: step _____
_____ child _____ mother _____ father _____ other _____ notebook
Audition
ACTIVITY/PROCEDURE
STRATEGIES
(Include samples target items)
(To promote auditory learning)
Materials:
·
N/A
Procedure:
PL: step 6
To imitate consonants varying in
manner (fricatives, nasals, and
plosives). Use phonemes
previously produced, e.g. h vs. m
vs. ba ba
Plan for step 7
DL: steps 5 – 6
5: Follow a conversation with the
topic disclosed
6a: Answer questions about a
story with the topic disclosed
Materials: Targets on separate paper
GOAL
CA: 16; 7
_____ u _____ m
_____ u _____ m
Procedure: 2 syllable targets, and
possibly 3 syllable targets
WL: step _____
Materials: movies, stories from
Lillian’s materials
Procedure: Check Step 5 - Start by
telling the topic, “We are going to talk
about ______.” Then by audition only
have her follow along with the
conversation for a few turns. Then
progress to step 6a.
Materials: dates, days, months, time,
year (if we get to 4 CE) and following
directions worksheets
Procedure:
· Crossword puzzle with important
US history dates
· “Friday, June 30th” and If we get to
4 “Friday, June 30th at 1”
Materials:
N/A
Procedure:
SL: step 3 and 6
6: Recall four or more CEs in a
message to follow multi-element
directions. To sequence a series
of events.
Spontaneous language/ Notes for next time:
CI/HA: 12 years L CI; 2 years R CI
_____ s _____ sh _____ i _____ nothing
_____ s _____ sh _____ i _____ nothing
HOME IDEAS
·
·
·
·
·
·
Acoustic highlighting
Decrease syllable set
Change the vowel
Put it back into hearing
Cognitive cue
·
·
·
·
Acoustic highlighting
Repeat
Decrease length of the
sentence if need be
·
·
·
·
Acoustic highlighting
WAIT time
Cognitive cue
·
·
·
·
Have some pairs ready for
mom
Maybe make a list of how
to break it down
Possibly make a copy of a
story for mom to take
home, depending on how
she does
EVAL/NEXT GOALS
Curricula/Training Programs
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The Auditory Learning Guide
SkI-HI Model Curriculum
Speech Perception Instructional Curriculum Evaluation (SPICE)
Auditory Skills Program
for Students with Hearing Impairment
St. Gabriel’s Curriculum for the development of Audition, Language,
Speech, and Cognition
CHATS: The Miami Cochlear Implant, Auditory and Tactile Skills Curriculum
Listen, Learn, and Talk
Spoken Communication for Students Who are Deaf or Hard of Hearing: A
Multidisciplinary Approach
AuSPlan (Auditory Speech Language): A Manual For Professionals Working
With Children Who Have Cochlear Implants Or Amplification (2003)
Structured Methods in Language Education (SMILE)
Contrasts for Auditory and Speech Training (CAST)
Curricula/Training Programs
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Building Skills for Success in the Fast-Paced Classroom: Optimizing
Achievement for Students with Hearing Loss
Cottage Acquisition Scales for Listening, Language, and
Speech (CASLLS)
Bringing Sound to Life: Principles and Practices of Cochlear Implant
Rehabilitation
My Baby and Me
Phono-Graphix
See-the-Sound Visual Phonics
Top Ten Strategies for Parents
Learn To Talk Around The Clock
Classroom Goals: Guide For Optimizing Auditory Listening Skills
Colorado Model: Partnering with Families – A Clinical Training Manual
Parent-Infant Communication (4th Edition)
Teaching Activities for Children Who Are Deaf or Hard of Hearing – A
Practical Guide for Teachers
THE SKI-HI MODEL
CURRICULUM (2004)
Sensory Kids Impaired Home Intervention
Offers support and resources in natural environments
 Infants, toddlers, and preschoolers (birth to 5 years) who are DHH
 Comprehensive family oriented curriculum
 Information and activities for families:
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Early communication
Audition
Hearing aids
American Sign Language (ASL) resources
Aural-oral language
Total communication
Psycho-emotional support
Five follow-up language programs are offered:
 Bi-Bi, Signing English, Aural-Oral, Cued Speech, and ASL Emphasis
*Must be trained prior to using the program*
Speech Perception Instructional
Curriculum Evaluation (SPICE)
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Curriculum kit for developing speech/listening
skills/processing skills in children who use either CIs or HAs
Program provides a sequence of lesson objectives, as well
as activity suggestions for each objective
Ages 3 to 12
Can be adapted to a variety of language levels
Goals for the curriculum:
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Detection
Supra-segmental perception
Vowels and consonants
Connected speech
Available through: Central Institute for the Deaf
Auditory Skills Program
for Students with Hearing
Impairment
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New South Wales (NSW) Department of Education and Training
Curriculum for students in Kindergarten to 6th grade
Systematic program designed for teachers to develop speech and language
through listening in their students with hearing impairment
Guides the development of students’ language skills in quiet and noise
conditions:
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Detect sounds
Comprehend and use spoken language at:
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Phonemes and suprasegmentals
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Discourse level
Sentence level
Word level
Allows for developmental and remedial teaching
Placement tests designed to pinpoint appropriate starting places in the
program
A section on audiological management provides comprehensive information
to guide teachers and support personnel in establishing daily routines to
maintain listening devices at optimum levels.
St. Gabriel’s Curriculum for the
development of Audition, Language,
Speech, and Cognition
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Available through: Alexander Graham Bell Association
Guide for professionals working with children with hearing loss from birth to 6
yrs
Developmental sequence for the areas
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Audition Component
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Language Component
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Developmental stages of early speech, development of auditory feedback skills,
order for acquisition (vowels, diphthongs, and consonants), checklist of
phonological processes
Cognitive Component
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Expressive and receptive developmental sequence for the structures of English
Speech Component
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Auditory awareness, 7-sound test, auditory memory
Hierarchical order for the development of critical thinking skills
Initially developed for a center utilizing the Auditory-Verbal approach
Can be adapted to students using a range of communication methodologies
and educational approaches
CHATS: The Miami Cochlear
Implant, Auditory and Tactile Skills
Curriculum
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Available through: Alexander Graham Bell
Association
Sequence of goals to facilitate auditory
development for students of all ages using a
variety of technologies including cochlear
implants
Receptive and expressive goal categories
Objectives within each category follow a
developmental sequence
Activities are provided to support the goals in
each category
Listen, Learn, and Talk
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Available through: Cochlear Corporation
Auditory habilitation program for young DHH children
who are learning to listen and talk
Program consists of:
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Manual
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Importance of parent participation
Theory behind auditory development
Strategies for facilitating spoken language development
Integrated scales for monitoring/documenting
development in listening, language, speech, cognition,
and social communication
Three Videotapes (Babies Babble, Toddlers Talk, and
Children Chatter)
Spoken Communication for Students Who
are Deaf or Hard of Hearing: A
Multidisciplinary Approach
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Speech text
Supports using a multidisciplinary team approach
to develop spoken communication skills regardless
of the type and degree of hearing loss or the
educational philosophy
Multidisciplinary team:
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Teachers, speech therapists, parents, school
personnel, and students
Classroom setting
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Provides pictures, forms, discussions, experiments,
and practical ideas for use in school or home
AuSPlan (Auditory Speech Language): A
Manual For Professionals Working With
Children Who Have Cochlear Implants Or
Amplification (2003)
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Available through: Advanced Bionics
Developed by: Adeline McClatchie and Mary Kay
Therres
Guide for professionals in developing a
communication therapy plan for children with
cochlear implants and/or hearing aids
Framework for rating child’s potential to use a
cochlear implant and performance outcomes
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3 components:
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Pre-Implant Candidacy and Prediction of Realistic
Outcomes
Expected Educational Placement and Support Services
Specific auditory, speech, and language goals
Structured Methods in
Language Education (SMILE)
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Available through: Alexander Graham Bell Association
Multisensory program that teaches
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Children with severe language and communication delays
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Speech
Reading
Writing
Hearing loss
Dyslexia
Autism spectrum
Engaging yet simple
Expressive and receptive language to improve reading skills
Contrasts for Auditory and
Speech Training (CAST)
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Available through: Linguisystems
Ages 3 to 12, Grades Pre-K to 7
Analytic auditory training program
Designed for children with:
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Helps them learn to recognize speech sounds and identify words as
they contrast pairs of stimuli
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Hearing loss, cochlear implants, and hearing aids
Weakness in auditory discrimination
Disorders of speech sound awareness
Starts with grossly different acoustic characteristics then progresses to
finer acoustic distinctions
Includes:
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Pre-test
Step-by-step procedures for analytic auditory training
Progress log
Building Skills for Success in the Fast-Paced
Classroom: Optimizing Achievement for
Students with Hearing Loss
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Available through: Butte Publications
Authors: Karen Anderson and Kathleen Arnoldi
Book which provides resources that will assist students in optimizing
their achievement through improved access and self-advocacy
Targets the “expanded core curriculum”
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Key features of the book
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Skills that must be mastered in order to benefit from the core
curriculum
Approaches to eligibility for students who appear appropriate in
language and academics but are at risk for developing academic
gaps and potential social communication issues
Communication repair
Social/emotional issues
Self-advocacy
Applicable to students with hearing loss of all degrees
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Particularly useful for students who are mainstreamed
Cottage Acquisition Scales for
Listening, Language, and
Speech (CASLLS)
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Available through: Alexander Graham Bell Association
A product to help assess, select objectives, and plan instruction to
document and facilitation language acquisition in children with
hearing loss
Based on language development beliefs of researcher: Christie
Yoshinaga-Itano
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Set of scales
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(Language assessment of infants and toddlers with significant
hearing loss, Seminars in Hearing, 1994)
Pre-verbal
Pre-sentence
Simple sentence
Complex sentence
Sounds and speech
Follows a developmental approach of language, listening,
cognition, and speech
Bringing Sound to Life: Principles and
Practices of Cochlear Implant
Rehabilitation
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Available through: Advanced Bionics
Systematic approach to spoken language habilitation for
children of all ages
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Helpful for providing insights, strategies and tools
Resource for family education and/or teacher training
Includes:
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Video training series
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Building Blocks of Spoken Language
Understanding Hearing and Hearing Loss
Cochlear Implants and Children: An Opportunity, Not a Cure
Principles and Practices of Cochlear Implant Rehabilitation
Manual
Program to develop phoneme perception
WASP – Word Associations for Syllable Perception
My Baby and Me
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Developed by: Betsy Moog Brooks of The Moog Center for
Deaf Education
Notebook-style resource for parents (and the professionals
that work with the families)
Provides strategies and tips for helping a child learn to listen
and talk
Personalized for each child and family
Information
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Language learning
Hearing loss
Developed for families using an “oral only” approach to
communicating with their hearing impaired child
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Information is beneficial for any family interested in developing
and documenting their child’s spoken language skills regardless
of the communication methodology chosen
Phono-Graphix
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Available through: Read America
Supports phonemic development and
reading
Includes:
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Instructional manual and materials
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This program can be used as part of a
reading and/or speech development
program
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More of a supplemental tool than an AR
program
See-the-Sound Visual Phonics
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Available through: International Communication Learning
Institute
Combines the following cues to assist in developing
phonemic awareness, speech production, and reading
skills:
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Visual
Tactile
Kinesthetic
Auditory feedback
Provides a system to help children with hearing loss “see”
and internalize English phonemes
45 hand movements for phonemes that relate to how a
sound is produced
Must participate in a formal training session prior to using
this program
Top Ten Strategies for Parents
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Available through: Alexander Graham Bell
Association
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Developed by Jill Bader, Founding Director of the
Hear at Home program in Colorado
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For children with hearing loss
Materials:
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Manuals include clearly written descriptions of ten
strategies to facilitate a child learning to listen and
speak
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1 manual for families
1 manual for professionals working with families
Videos
Learn To Talk Around The
Clock
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Available through: Alexander Graham Bell Association
Oral, early intervention program
Designed for professionals who work with families of
children who are deaf or hard of hearing
Focuses on language learning in the child’s home
environment
Provides a toolbox for professionals to maximize the
caregiver’s language development techniques by
encouraging interactions during everyday activities
Premise
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Providing opportunities for interaction in everyday life provides
the groundwork for auditory and language development
Curriculum includes: toolbox and video
Classroom Goals: Guide For
Optimizing Auditory Listening Skills
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Available through: Alexander Graham Bell Association
Designed to support development of auditory learning
regardless of:
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Hearing level
Type of amplification used
Grade level
Mode of communication
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Describes practical ways for teachers to create situations to
encourage development and use of residual hearing in the
classroom
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The actual activities are content specific, but the strategies
they employ can be applied to any content area or book.
Colorado Model: Partnering with
Families – A Clinical Training
Manual
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Early Intervention
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Designed specifically to serve families of children with
hearing loss, from birth to preschool, in the secure
surroundings of their own homes
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Parent facilitator
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Designs an individual program that fits both the family’s needs
and the child’s learning style
Helps family members to develop techniques to encourage their
child’s speech, language, and listening skills
Colorado Home Intervention Program (CHIP)
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Provides services to families of deaf and hard of hearing
children
Focus on family-centere
Parent-Infant Communication
(4th Edition)
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Available through: Butte Publications
Developed by: Valerie Schuyler and Jane Sowers
Family-centered curriculum of listening and
communication skills development for children
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Birth to 4 yrs
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Follows developmental sequence for auditory and
language skills acquisition
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Guide parents in promoting their child’s listening
and language development
Teaching Activities for Children Who Are
Deaf or Hard of Hearing – A Practical Guide
for Teachers
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Developed by: Jean Sachar Moog, Karen Kusmer
Stein, Julia J. Biedenstein, and Christine H. Gustus
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Book which provides overall guidelines to help
teachers decide what to teach, and how and when
to teach it.
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Intended for use by teachers to focus on the
following:
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Vocabulary
Syntax
Conversational activities
Language expansion
Remember…
Not every child with severe to profound hearing loss does learn to talk,
sometimes in spite of the best efforts of parents and professionals. Let’s do what
we can!
 Reasons for lack of satisfactory progress in spoken language can include:
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Late diagnosis
Poorly fitting and/or poorly maintained hearing aids
Impoverished educational program
Lack of appropriate sensory aids for those with no measureable hearing
Insufficient or ineffective parental involvement
Additional disabilities
Additional problems in learning
None of those factors by itself precludes the possibility of the child learning to
talk, but a combination of several of them can mitigate against it.
References
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Cochlear. (2005). Listen learn and talk: Another cochlear
innovation. (2nd ed.). Alexandria, NSW: Cochlear Limited.
Cole, E. B., & Flexer, C. (2007). Children with hearing loss:
Developing listening and talking birth to six. San Diego, CA:
Plural Publishing, Inc.
Deconde Johnson, C., & Seaton, J. B. (2012). Educational
audiology handbook. (2nd ed.). Clifton Park, NY: Delmar
Cengage Learning.
Ling, D. (2002). Speech and the hearing-impaired child:
Theory and practice. (2nd ed.). Washington, DC: Alexander
Graham Bell Association for the Deaf and Hard of Hearing.
Ling, D., & Ling, A. H. (1978, 1980, 1985). Aural habilitation:
The foundations of verbal learning in hearing-impaired
children. (3rd ed.). Washington, DC: AG Bell Association for
the Deaf, Inc.